Paradigma Akreditasi
Internasional:
Outcomes Based Education
Dr. Pepen Arifin
Satuan Penjaminan Mutu - ITB
Definition (1)
• Program Educational Objectives:
Statements that describe the expected accomplishments of graduates during the first few years after graduation
• Learning outcomes:
Statements of what a learner knows, understands and is able to do on completion of a learning process, defined in terms of knowledge, skills and competences.
• Knowledge:
Definition (2)
•
Skills:
• Ability to apply knowledge to complete tasks and solve problems (cognitive skills such as logical, intuitive and creative thinking and practical skills such as manual dexterity and the use of methods, materials, tools and instruments).
•
Competence:
• Proven ability to use knowledge, skills and personal,
social and / or methodological abilities, in work or study situations and in professional and / or personal
Steps in Program Design Based
on Learning Outcome
•
Aims /general purposes/Prog. Edu. Objectives
•
General competences/Academic and professional
profiles
•
Learning outcome at program level (PLO)
•
Program structure and module composition
•
Module/course outcome
•
Module contents
•
Module assessment
Program Educational Objectives
•
Professional Accomplishment
•
Academic Accomplishment
Program Learning Outcomes
•
Professional/specialist outcomes
•
Social/generic outcomes
• Communication
• Team work
• Management and leadership
• Life-long learning
Student Outcomes (ABET-EAC)
• (a) an ability to apply knowledge of mathematics, science, and engineering
• (b) an ability to design and conduct experiments, as well as to analyze and interpret data
• (c) an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
• (d) an ability to function on multidisciplinary teams • (e) an ability to identify, formulate, and solve
• (f) an understanding of professional and ethical responsibility
• (g) an ability to communicate effectively
• (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
• (i) a recognition of the need for, and an ability to engage in life-long learning
• (j) a knowledge of contemporary issues
Expected Learning Outcomes
(AUN-QA)
• The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the institution. The vision and mission are explicit and known to staff and students.
• The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly be designed to achieve its expected learning outcomes which should be aligned to the programme expected learning outcomes.
• The programme is designed to cover both subject specific
outcomes that relate to the knowledge and skills of the subject discipline; and generic (sometimes called transferable skills)
outcomes that relate to any and all disciplines e.g. written and oral communication, problem-solving, information technology, teambuilding skills, etc.
ASIIN – Example: SSC Chemistry
Specialist competences (1)
• have gained chemistry-relevant fundamental
knowledge of mathematics and the natural sciences, • have sound knowledge of the core subjects of
chemistry including inorganic, organic and physical chemistry, as well as of analytical chemistry,
• have gained knowledge in one or several other special areas in the natural sciences or humanities, • are able to carry out practical chemistry work and
have learnt how to handle chemicals independently and safely in lab practicals,
ASIIN – SSC Chemistry
Specialist competences (2)
•
have gained methodological competence in
chemistry and are able to apply this in other
contexts, and
•
have interdisciplinary knowledge and skills, such as
in economics, ethics or philosophy.
•
obtain, interpret and evaluate data of scientific
and technical relevance, and to draw sound
conclusions, which take into account scientific,
technological and ethical findings,
ASIIN – SSC Chemistry
Social competences
• are able to communicate with colleagues working in the field as well as with the broader public, about chemistry-related contents and problems, also in a foreign language and on an intercultural basis,
• are aware of social and ethical responsibility in their actions and are familiar with the professional ethical principles and standards of chemistry,
• are able to work both alone and as a member of international, mixed-gender groups,
• are familiar with the basic principles for conduction of projects and able to develop appropriate leadership responsibility and
• are prepared for entry to professional life in an industrial or academic environment, through adequate practical
What do we have to do first?
•
Formulate Program Educational Objectives
(PEO)
alumni profile
•
Ensure that PEO's are consistent with the mission
of the institution.
•
Ensure that PEO's are well-stated and
measurable.
•
Ensure that PEO's can be linked with the
curriculum.
•
Ensure that PLO’s satisfy the ABET/ASIIN-SSC
/AUN-QA criteria
•
Ensure that PLO’s are measurable
•
Map PLO’s into POE's
•
Map PLO’s into ABET/ASIIN-SSC/AUN-QA
criteria
•
Ensure that curriculum of each program:
• achieves PLO’s
• satisfies professional component
What is PLO Assessment?
• PLO Assessment is a curriculum development process that is intended as a means to improve
program success and student learning based on real evidence.
• PDCA process
• Programs must demonstrate their graduates have outcomes as specified
• Programs must have an assessment process with documented results
• Evidence that the outcomes are being measured
• Evidence that the results of the assessment process are applied to the further development and
Assessment model
• Define program learning outcomes to ensure that the PEO's will be met.
• Develop and deliver a curriculum that prepares all students to satisfy the learning outcomes.
• Monitor/assess the program’s performance in meeting your customers’ needs.
• Assess and review process that involves a regular evaluation of the achievement of objectives and assessment of the student learning outcomes.
• Continuously improve your program to meet your customers’ needs better.
• Model your assessment/review/continuous improvement process after the best business/industry quality initiatives.
What is Assessment?
Assessment: Processes that identify, collect, and prepare data to evaluate the achievement of PLO dan PEO.
Assessment Tools:
Quantitative: • Examination
• Exit Survey
• Licensing Engineering in Training Exam results Qualitative:
• Student portfolios
• Alumni Survey
Goals
• Program Educational Objectives:
• PEO's are consistent with University mission • PEO's are evaluated
• Achievement of PEO's are quantitatively measured and reported
• PEO's are reviewed and adjusted
• Program Learning Outcomes:
• PLO’s are consistent with PEO's and ABET/ASIIN/AUN-QA criteria
• Achievement of PLO’s are quantitatively measured
• PLO’s are assessed, monitored, evaluated and reported • PLO’s are reviewed and adjusted
Tips and Suggestion
• Faculty involvement/engagement in assessment activities is absolutely necessary
• Keep the process as simple as possible from a procedural standpoint
• Avoid complex matrix mappings and redundant assessments
• Focus on high-quality direct assessment of student work at key points in the curriculum.
• Planning and course design with outcomes and assessment in mind is a key to success.
• The real focus of accreditation is program and
Faculty Tasks and
Responsibilities
Prepare and maintain course portfolio:
• Course outlines
• Course Learning Objectives (CLO’s)
• Contribution of Course to Meeting the Professional Component
• Relationship of Course to Program Learning Outcomes
• Teaching methods
• Assessment method
• Assessment frequency
• Performance criteria
• Feedback methods
• Relationship to the PEO's
• Examples of student performance on homework, quizzes, examinations, projects, etc…
• Evidence of operation of the feedback mechanism. Such evidence can include, but is not limited to, graded work, written comments made to students by the instructor, and written comments from students.
